ABSTRACT
Educators of adults value the opportunity to use feedback to guide their program decisions, often based on informal judgments made by them- selves and program stakeholders. However, educators and stakeholders seldom have sufficient resources, time, and expertise available to conduct a more thorough and useful program evaluation. Structured program evalu- ation feedback can serve several purposes. One such purpose includes pro- viding educators of adults with indicators of the needs and progress of the learners they support, and of the extent to which their program is fulfilling its intended purpose and meeting intended outcomes, but in these situa- tions occupational performance objectives may be minor considerations for program stakeholders, educators of adults, and the learners they support. By contrast, evaluation feedback may function more formally as an integral part of planning and conducting continuing professional education and develop- ment activities to improve performance, including enhanced effectiveness by educators of adults.
